EDITIONTEACHER’S MAPAS 1 MERSCHEL | MUNNÉ | PAREDES | PÉREZ-ZAPATERO | ROSALES 00I-XXXI_mapas1_tbk_intro.indd 1 18/10/21 12:41
Chapter 2 recycles structures presented in Chapter 1, expands the structures involved in sharing personal information and via the essential question ¿Influyen otras personas en construcciónlade tu identidad? ¿Cómo? transfers these same structures outside the classroom to introduce prominent personalities from the Spanish-speaking world that due to their influence are seen as models to build the Latino identity. Identidades Escuela de Formación Deportiva EDWIN GUEVARA NOMBRE: Sandra Milena Rodríguez Jaramillo ID: DeportistaTI.1013577920 0+ BOGOTÁ D. C ¿Influyen otras personas en construcciónlade tu identidad? ¿Cómo? Do other people have an effect on the development of your identity? How so? 32
de los Estados Unidos? The
• 50 Multiple Choice Questions • RubricsQuizzes • Test In this chapter, you will learn how to talk about world.Spanish-speakingpersonalitiesnoteworthyinthe LEARNING OUTCOMES ¬ Exchange personal information (II) ¬ Ask and answer questions ¬ Express likes and dislikes using me gusta(n), te gusta(n) VIDEO ¬ Nuestros artistas favoritos (videoblog) VOCABULARY ¬ Personal information ¬ Nationalities and professions ¬ Numbers 1 to 500 ¬ Adjectives to describe personality LANGUAGE STRUCTURES ¬ Present tense of regular verbs (II) and the irregular verbs ser, ir, tener, hacer ¬ Indefinite articles ¬ Adjectives: gender and number ¬ Subject pronouns (II) ¬ Question words (I) SOUNDS ¬ Intonation: questions ORAL AND WRITTEN TEXTS ¬ Basic connectors and conjuctions: y (e), pero, por eso, también ¬ Studying vocabulary CULTURE ¬ Celebrities in the Spanish-speaking world ¬ Cinema and identity in Mexico ¬ Portraits and self-portraits. David Alfaro Siqueiros (Mexico), Coqui Calderón (Panama), and Dr. Atl (Mexico) PROJECTS ¬ Group: research and present basic information about the most famous Latinos in the US ¬ Individual: make an infographic about five influential people in the Spanish-speaking world 33
of influential and well-known people from the U.S. Divide the students into groups and ask them to collectively answer the following questions: ¿Quiénes son? ¿De dónde son? ¿Cuál es su profesión? ¿Son
to review the structures presented in chapter 1; second,
ESSENTIAL QUESTION pictures of a group modelos identidad goals are: first, to
Show
a seguir (to follow)? ¿Representan la
introduce some of the chapter’s vocabulary; and third, all together, to decide what types of behavior, actions and role models influence our identity. 33
diverse
Throughout Mapas, this introductory section, Para empezar, aims to contextualize the chapter’s linguistic content and themes via images, data, quotes, video, etc., before we see them in more detail in later sections. The Prepárate icon indicates activities that students can prepare independently before coming to class - in flipped model or hybrid classes - in order to optimize class time, and maximize group communication and Essentialcollaboration.vocabulary is highlighted in yellow to facilitate learning in context. Meaningful chunks of language, are highlighted in blue to help students acquire new grammatical forms.
• Interactive Activities: Para empezar Palabras clave, Imágenes 1. Look at these photos of prominent Latino and Spanish personalities and match them with the descriptions below by writing the numbers. You may search online. � SEARCH ParaPREPÁRATELIN-MANUELempezarMIRANDA GUILLERMO DEL TORO Y ALEJANDRO GONZÁLEZ IÑÁRRITUGUSTAVO DUDAMEL RAMÍREZ PENÉLOPE CRUZ SELVA ALMADA Y SAMANTA SCHWEBLIN CLAUDIA LLOSAMICHELLE BACHELET JULIETA VENEGAS 1. Actriz española 2. Directora de cine peruana 3. Director de orquesta venezolano 4. Compositor y actor de origen puertorriqueño 5. Cantante mexicana 6. Política chilena, dos veces (twice) presidenta de Chile 7. Directores de cine mexicanos 8. Escritoras argentinas 2. Do you know of any other prominent figures from the Spanish-speaking world? Search for photos online to present in class. � SEARCH 3. In pairs, compare your answers to activity 1. You may use the following structures: ¿Quién es el hombre/la mujer de la foto? ¿Quién es la persona de la foto? ¿Quiénes son los hombres/las mujeres de la foto? ¿Quiénes son las personas de la foto? Es Claudia Llosa, una directora de cine peruana muy famosa Es Gustavo Dudamel, un Son…, unas escritoras argentinas Son…, unos ATENCIÓN We use the indefinite article (un, una, unos, unas) to identify a person. For example, when we respond to the question: ¿Quién es Ana de Armas?
4. In groups of three or four, share your answers to activity 2 and ask each other questions about the prominent figures. 34
This is the first time students are exposed to the interrogative pronoun quién. Before comparing answers, put into practice the communicative resources presented in the activity (¿Quién es el hombre/la mujer de la foto?) first with celebrities known to the student, and then with those of the Spanish-speaking world presented in the activity. Take the opportunity also to point out the grammar in the Atención boxes.
LAYING THE GROUNDWORK
4 3 7 1 8 6 2 5
PROFICIENCY BENCHMARKS This Para empezar section targets Interpretive Communication. Students will aim to identify the general topic and some basic information from informative texts (written, audio and audiovisual) in familiar contexts.
Ana de Armas es una actriz cubana famosa We do not use the article when speaking only about a person's profession: Ana de Armas es ø actriz. ATENCIÓN un actor una actriz unos directores unas escritoras
Ask the students to put into practice the structures by thinking of a well-known person for the classmates to guess. Put them in groups. They have to decide the person and present personal information to the class. Request more or less information depending on the students’ readiness (place of birth, age, nationality, profession...) without mentioning the name. The rest of the groups have to guess the name. You can also use the same idea later in the chapter, once more structures and vocabulary have been presented. 34
#LearningOutcomes: ask and answer questions 4.DIFFERENTIATEDEXTENDING INSTRUCTION
1-3. PLANNING
6. ANSWER KEY Sample Answers: 1. Existen distintas versiones que nos llevan al posible origen del apellido Quispe. Entre ellas:
• Quispe proviene del origen nativo indigena de la lengua aymara “khespy”, que significa “transparente”, relacionado al cristalino; con la colonización española se castellanizó a quispe. (fuente forebears.io/es)
2. A partir del siglo XIII, en lo que hoy es España se empieza a dar a los hijos el nombre propio seguido del paterno, sumándole el sufijo “-ez”. Es decir que José Fernández era el hijo de Fernando, Rodríguez el de Rodrigo y Sánchez el de Sancho. Lo extraño es que, en español, “ez” por sí sólo no quiere decir nada. Los apellidos patronímicos, aquellos que se forman sobre el nombre del padre, normalmente con un sufijo, predominan en Latinoamérica. (fuente bbc.com/mundo)
LAYING THE GROUNDWORK
5. ANSWER KEY See the Atención box.
The goal for the activities in this section of Para empezar is to continue broadening the repertoire of functions in giving and asking for personal information.
• Interactive Activities: Para empezar En la red 2 5. Look at this Colombian student’s personal information. How many last names does this student have? Where does each last name come from? PREPÁRATE Fecha de nacimiento: 03.11.2013 Sexo: Femenino Dirección: Calle 12A APTO. 502 5P Barrio Los Cedros, Cali Nombre del padre: Juan José Hernández Rodríguez Teléfono: 5718673210 Nombre de la madre: Elena Ruiz Gutiérrez Teléfono: 5718314509 Apellidos: Hernández Ruiz Nombres: Carla DATOS DE LOS PADRES O TUTORES DATOS PERSONALES ATENCIÓN Usually the first last name comes from the father and the second from the mother, but each family can choose whether they wish to maintain this order. 6. Look at the map and search online to answer these questions and find famous Latinos/as with these last names. • ¿Cuál es el origen del apellido Quispe, el más común en Perú? ¿Por qué hay tantos apellidos que terminan en –ez? ¿Tiene algún significado? � SEARCH En países hispanohablantes 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1718 1. Hernández, México 2. López, Guatemala 3. Hernández, El Salvador 4. Martínez, Honduras 5. Rodríguez, Costa Rica 6. López, Nicaragua 7. Rodríguez, Cuba 8. Rodríguez, República Dominicana 9. González, Panamá 10. Zambrano, Ecuador 11. Rodríguez, Venezuela 12. Rodríguez, Colombia 13. Quispe, Perú 14. Flores, Bolivia 15. González, Chile 16. González, Paraguay 17. Rodríguez, Uruguay 18. González, Argentina LOS ENMÁSAPELLIDOSFRECUENTESLATINOAMÉRICA 7. In pairs, compare your answers to activities 5 and 6. FORO DE DISCUSIÓN What are the most common last names in your culture? Do you know what your last name means? ¿Cuáles son los apellidos más frecuentes en tu cultura? ¿Sabes qué significa tu apellido? 35
To present the activity and spark students’ interest, ask them to answer the questions in the Foro de discusión, p. 35. You can also prepare a list of prominent figures from American culture of Latinx origin and ask students to look for the two surnames. For example, the singer Jennifer Lynn López Rodríguez or the actresses Mayte Michelle Rodríguez Pared and Eva de la Caridad Méndez Pérez.
35
6. EXTENDING
7. PLANNING Before or after asking the student to compare their answers for activity 5, refer to the structures practiced in Chapter 1 to obtain personal information and expand by adding: ¿Quién es? ¿Cuántos años tiene? ¿Dónde vive? ¿Cuál es el número de teléfono de la madre? #LearningOutcomes: exchange personal information II
• Tiene origen quechua, y se le atribuyen varios significados: “el que brilla”, “piedra transparente”, “cristal” o “luz de luces”. (fuente deperu.com)
Mapas includes six videos, carefully selected and produced, belonging to diverse genres: real-life, documentary, fiction, interview, advertising, etc. They are designed to help immerse students in Spanish and its variations as well as to help them understand diverse Hispanic cultures, encouraging their comprehension of the perspectives, practices, and products of these cultures.
8. ANSWER KEY Nombre
8. PLANNING The video begins with the protagonists playing Jenga. Show the first 30 seconds and pose the following questions to your students: ¿Qué hacen estas personas? ¿Cómo se llama el juego? ¿Dónde están? Then, and before showing the rest of the video, emphasize to your students that upon a first viewing they should concentrate solely on the information that is asked for (nombre, país, profesión and artista or banda favorita). Mention to them that the names of the artists and bands will appear in the upper-left hand side of the screen.
9. PLANNING This section presents structures to express likes/dislikes. It’s recommended that students do not focus on the gustar structure presented in the video, but instead concentrate on filling in the blanks. This structure should be practiced in more detail in activities 11 and 13.
#LearningOutcomes: Introduce yourself and others and exchange personal information II 11. PLANNING Once the responses to activities 8-9 have been compared and reviewed, ask students to pay attention to the me gusta expressions. Refer to the corresponding section in Recursos Lingüísticos, p. 61. The topic of likes and dislikes, the verb gustar, and other verbs that work in a similar fashion will be seen again in Chapter 5.
#LearningOutcomes: express likes and dislikes using me gusta(n), te gusta(n)
11. Listen to music from the artists and bands mentioned in the video. Do you like them? Why? (No) me gusta la música / la imagen. Las letras (lyrics) (no) son interesantes. 12. Think of a word or short phrase in English that you associate with the music of these groups. Then translate it to Spanish and share it with your classmates. 13. In pairs, present your favorite music artist or band to each other. Una de mis bandas favoritas es Es de Me gustan porque Mi artista favorito/a es / se llama Es de Me gusta porque SEARCH Para empezar Video 8. Watch the video and use the words below to complete the table. Santiago comunicóloga Caifanes músico Buenos Aires Kadmon Guatemala Monisa Charly García Anette México NOMBRE PAÍS PROFESIÓN ARTISTA FAVORITO O BANDA FAVORITA 9. Watch the video again and complete what each person says. 1. Hola, ¿qué tal? Soy Soy de Soy Una de mis bandas favoritas aquí en México es Me gustan mucho, son pioneros del rock en español aquí en México. 2. Hola, me llamo , soy de Soy Mi artista favorito es Me gusta desde chico. 3. Hola, me llamo Soy de Mi banda favorita se llama . Tocan jazz y me gustan mucho sus conciertos, son muy buenos. PREPÁRATE Nuestros artistas favoritos ATENCIÓN MiMeSoyMeSoy…llamo…de...gustamucho…bandafavoritaes…Miartistafavorita es Ariana Grande, me gusta porque canta muy bien. FORO DE DISCUSIÓN What does your taste in music say about you? ¿Qué dicen de ti tus intereses musicales? 10. In small groups, compare your answers to activities 8 and 9. 36 • Video and script: Nuestros artistas favoritos • Interactive Activities: Para empezar
LAYING THE GROUNDWORK
#LearningOutcomes: Introduce yourself and others and exchange personal information II
País MarisaSantiagoAnette GuatemalaArgentinaMéxico Profesión Artista favorito o banda favorita músicocomunicóloga KadmonCharlyCaifanesGarcía Anette Tijuana,CaifanesMéxico comunicóloga Santiago Buenos Aires músico CharlyMonisaGarcía Guatemala Kadmon 36
La música de Jennifer EscribirLopez
If you believe some of your students can benefit from a more challenging activity, ask them to create a survey asking for likes or dislikes. Not only about music, but also about some of the topics seen so far.
DependingRiveraLosHablarelectrónicoscorreosporteléfonomuralesdeDiegoontheirreadiness, as students conduct the surveys, ask that once they hear their partner’s answer, they react using: A mí también / A mí no A mí tampoco / A mí sí
12. EXTENDING When sharing the words they came up with, ask student to combine them with activity 11 and the me gusta expressions. 13. EXTENDING After hearing about their classmate’s taste in music, they can attempt to use some of the Adjetivos de personalidad on page 65 to describe their partner's personality. Do the partners agree that adjectives that describe one’s personality can be associated with musical tastes? Do people who like Ariana Grande have personalities that are different from those who like Bad Bunny or Billie Eilish? Direct them to the Foro de Discusión to continue the discussion in groups.
37 11. DIFFERENTIATEDPLANNING INSTRUCTION
13. DIFFERENTIATEDEXTENDING INSTRUCTION Depending on their level of readiness, students can present each other's favorite bands to the class with the goal of using the third person: A Laura le gusta Billie Eilish porque es creativa y su música es alternativa. 37
VIDEO TRANSCRIPCIÓN 2 2019Año: MéxicoVideoblogPaís:Género: Nuestrosartistasfavoritos
¿Te gusta(n)…? Sí, gusta(n)me No, no gusta(n)me
SARA ¿QuiénCURRUCHICHes?
15. PLANNING
LOCUTADOTEXTOMAPEADOY y viven fuera de sus países de origen. y escriben. , , y cantan. • y son sudamericanos. GLOSARIO 1 a favor de: in favor of 2 el reconocimiento: appreciation 3 la moda: fashion 4 los pueblos originarios: indigenous peoples 5 el personaje: character 38 Texto locutado y mapeado: Diversidad hispanohablante • Interactive Activities: Documentos para descubrir Aldo Inti Aldo Domingo Aldo Lía Domingo Sara Lía Inti
Estas son personas creativas y talentosas que trabajan a favor1 del reconocimiento2 de la diversidad cultural en los países de habla hispana.
The goal for the activities in the section Documentos para descubrir is to contextualize the linguistic content and themes in the chapter. The objective of this activity is for students to gain confidence in reading, concentrating on the recognition of cognates and expressions to which they have already been exposed. The icon Texto locutado y mapeado indicates that a “mapped” version of the text can be downloaded from TheSpanishHub together with four tracks of the text read aloud in four different regional variations of spoken Spanish.
The objective of the activity is for students to gain confidence in reading, concentrating on the recognition of cognates and expressions to which they have already been exposed. Before asking them to read and complete the information, focus on the newly introduced question: ¿Qué hace? and review structures presented earlier in the chapter to request information about the profession.
This is part of the Prepárate section and can be assigned for completion before class time. If students need more support, then it could be done as a whole class. Before asking students to complete the activity, choose a Latinx celebrity that the students know well and present them as a model of what is expected. For example, Shakira and her Pies Descalzos Foundation; or Thalía and her anti-bullying campaign.
Una diseñadora de moda3 y cantante colombiana. ¿Dónde vive? En Colombia. ¿Qué hace? Diseña moda y canta sobre las culturas afrodescendientes en el Caribe.
PROFICIENCY BENCHMARKS
ALDO VILLEGAS, BOCAFLOJA ¿Quién es? Un artista de hip hop mexicano. ¿Dónde vive? En Estados Unidos. ¿Qué hace? Hace rap, escribe poesía y hace documentales sobre la discriminación de la cultura afrodescendiente en LÍA ¿QuiénSAMANTHAes?
This section targets Interpretive, Interpersonal, Presentational, and Intercultural Communication. First, students will aim to identify familiar words or phrases supported by visuals, as well as by informational written and audio texts. They will also engage in researching, conversing, and writing about a prominent Latinx person.
#LearningOutcomes: Exchange personal information II 38
Una cantautora guatemalteca. ¿Dónde vive? En Guatemala. ¿Qué hace? Compone canciones, toca la guitarra y canta a favor del respeto a los pueblos originarios4.
14. PLANNING
#LearningOutcomes: Ask and answer questions
LAYING THE GROUNDWORK
Diversidad de identidades paraDocumentosdescubrir MAPEADOTEXTO LOCUTADOTEXTO 14. Read the text and complete the sentences with the correct names. PREPÁRATE HISPANOHABLANTEDIVERSIDAD
DOMINGO ANTONIO EDJANG MORENO, EL CHOJIN ¿Quién es? Un cantante de rap y conductor de radio y televisión español. ¿Dónde vive? En España. ¿Qué hace? Hace música, escribe artículos y trabaja con organizaciones contra la discriminación y el racismo. INTI ¿QuiénCASTROes? Un artista urbano chileno. ¿Dónde vive? En Barcelona. ¿Qué hace? Pinta murales con crítica social y personajes5 característicos de las culturas andinas.
DIFFERENTIATED INSTRUCTION
18. EXTENDING Ask students what Latinx singers they are listening to these days. Consider bringing in brief snippets of lyrics that are accessible to students at an elementary level. Any time there is a new function or grammar point, consider linking them to the lyrics of students’ favorite artists, which can be a powerful motivator for them to make cultural and linguistic connections. 39
2 15. Do you know any artist committed to social issues or working to build community? Choose one and write a brief description of him or her. Es un pintor / una pintora de la costa oeste… Vive en Santa Fe… Es uno de los artistas más representativos de… una de las artistas más famosas de… Hace EnEscribemúsica/fotografíaspoesía/libros…suslibros/canciones…habla sobre Me gusta porque CRITICAL THINKING PREPÁRATE 16. In pairs, compare your answers to activity 14. 17. In groups, read your descriptions from activity 15 and choose the most interesting artist to present to the rest of the class. 18. Present the artist to the class. 19. Read the text from activity 14 again. Then match the words in the two columns to create sentences. 1. Lía es… 2. Aldo y Domingo hacen… 3. Inti y Aldo viven en… 4. Sara toca… 5. Sara y Lía son… a. la guitarra. b. rap. c. cantantes. d. colombiana. e. el extranjero 20. Use the words below to complete the information about these prominent Guatemalans. You may search online. Share your answers with your classmates. cantautor(a) programador(a) activista Estados Unidos Guatemala Grammy a la mejor artista nueva Premio Nobel de la Paz Premio MacArthur México � SEARCH Nosotros presentamos a Logan Hicks. Es un artista urbano muy famoso. —Vive en Nueva York… ESTRATEGIAS Use your knowledge of English and other languages to make connections and identify similar words. artista – artist diversidad – diversity 1. Rigoberta Menchú Tum es , vive en , es ganadora (winner) del 2. Gaby Moreno vivees en , es delganadora 3. Luis von Ahn es , vive en , es delganador 39 PremioMéxicoactivistaNobel de la Paz CantautoraGuatemalaGrammy PremioEstadosprogramadorUnidosMacArthur d b e a c 19. PLANNING Another way to approach this is for students to try to complete it without referring to activity 14. Then, they can go back to 14 and check their answers by scanning the text. If you took notes when students were presenting activity 18, write on the board a similar activity. For example: 1. Bad Bunny es... a. de España. 2. Daddy Yankee hace... b. puertorriqueño. 3. Rosalía es... c. rap.
20. PLANNING This could be done as a Think-Pair-Share activity. Then, ask students to close their books and listen as you read aloud a mixture of facts from the three people. Students must identify the person. For example: Teacher: Es cantautora. Student: ¿Es Gaby Moreno? Teacher: Es ganadora del Premio Nobel de la Paz. Student: ¿Es Rigoberta Menchú?
Depending on their readiness, students could try to do a similar activity related to the presentation they did in activity 18, and quiz their peers.
DIFFERENTIATED INSTRUCTION
20. EXTENDING To encourage reading early on in the course, consider looking for excerpts of biographies of the three people presented here and project them on a screen. Reassure them that although they cannot read every word, there is quite a bit that they can identify already. What cognates do students recognize? Using authentic materials can be highly motivating to students, since they can see how the language is used in the “real world.”
Depending on their readiness, students, in pairs, could look up information about other famous Guatemalans or Americans of Guatemalan descent and briefly present it to the class. For example: Tony Revolori: es actor, vive en California, hace películas Students listen and take notes and report back what they learned.
18. PLANNING To encourage students to pay close attention to the presentations, have them jot down two interesting facts as they listen. Alternatively, students who present could prepare a threequestion multiple choice oral quiz afterwards and challenge the class to answer the questions correctly. Another way to encourage active listening could be for students to jot down in their notebooks a list called En común and, as they listen, they make a running list of facts in common. For example, Bad Bunny y Daddy Yankee son de Puerto Rico. As students do their presentations, consider taking notes in preparation for the Planning activity 19 below.
21-24. PLANNING As part of the Prepárate section, these activities can be assigned to be completed outside class. If students need more support. they can be done in class. To prepare students for the following activities, which involve numbers from 1-100, consider playing Bingo. Pass out empty grids with three squares by three squares and ask them to fill in the blank squares with numbers of their choice, without repeating any number more than once. Give them a maximum value to use, so the game is not too challenging. Once your students have filled in their game cards, start reading out numbers in Spanish. When the students hear a number written on their game card, they can cross out the number. Once they have filled out a row horizontally, vertically or diagonally, they shout out Bingo!
Once a student says they have Bingo, ask the student to read out the numbers he or she crossed out in Spanish and ensure they match up with the numbers you read. Doing so will prevent your students from randomly crossing out numbers to get a Bingo. To add an incentive for your students to learn, you can provide prizes for them. They can be little prizes like stickers or other items you can find at a dollar store.
21. EXTENDING Project the text on the screen and play a game with two flyswatters (or post-it notes). Divide the class into two groups and have one person from each group come to the screen, giving each a flyswatter. Read the definition of a word. The first student to hit the correct word with the flyswatter (or say the word if the student cannot reach the word) earns a point for their team. 22. EXTENDING Notice the introduction of numbers 1-100, and percentages for the first time. Ask students to reflect aloud which statistics surprise them the most and why (in the L1). To practice numbers, say aloud one of the numbers from the infographic. For example, ochenta y tres. Ask students to identify what information is associated with that number. Students would then answer saben leer. To continue practicing numbers, ask them to stand up, and to sit down when they hear their birthdate (day). For example, if you say quince, all students born on the 15th of any month would sit down. Continue, in random order, until all students have sat down.
KEY 1. Catorce personas 2. Ochenta y ocho personas 3. Cinco personas 4. Setenta personas • Texto locutado y mapeado: El mundo en 100 personas • Grammar Tutorial: Numbers • Interactive Activities: Documentos para descubrir El mundo en 100 personas NUMBERS paraDocumentosdescubrir 21. Read the words below. Do you know their meaning? You may use a dictionary. continente vivienda alfabetización idioma agua información 22. Look at this infographic about the world population. Read the five statements below and correct the wrong information. � SEARCH PREPÁRATE En el mundo viven aproximadamente 7500 millones de personas, con un crecimiento1 aproximado de un 1% al año. 14 % América 14 % condiciones.enunaÁfricaTienencasabuenas 17 % No sabenleer. 70 % 83 % Saben3 leer. 30 % accesoTienen2 a internet. 1 % Oceanía 60 % Asia 23 % No adecuada.viviendatienen Vivienda4 11 % Europa Edad5 62 % De 16 a 65 años 12 % Más de 65 años 26 % Menos de 15 años 87 % potableaaccesoTienenagua6 13 % No potable.accesotienenaagua Agua LOCUTADOTEXTOMAPEADOY Idioma 62 % Otros 12 % Chino 5 % Español 2 % Ruso 3 % ÁrabeHindi 3 %3 % Bengalí 5 % Inglés 3 % Japonés 2 % Portugués escala: 1:75 000 000. Continente InformaciónAlfabetización 1. Cinco personas de cada cien viven en el continente americano. 2. Veintiséis personas tienen menos de sesenta y seis años. 3. Nueve personas hablan español. 4. Siete personas no tienen acceso a internet. Fuente de los datos: 100people.org GLOSARIO 1 el crecimiento: growth 2 tener acceso a: to have access to 3 saber: to know, to be able to 4 la vivienda: housing 5 la edad: age 6 potable: drinking MAPEADOTEXTO LOCUTADOTEXTO TUTORIAL 40 40
DIFFERENTIATED INSTRUCTION If students show high interest in this activity, encourage them, in pairs, to create three more false statements based on the infographic and read them aloud to the rest of the class for their peers to correct. 22. ANSWER
• Interactive Activities: Documentos para descubrir El español es el idioma oficial de (1) países. Los países con mayor población1 son México, Colombia y España. En México viven aproximadamente (2) millones de personas. España y Colombia tienen aproximadamente (3) millones de habitantes2. La población latina en Estados Unidos también es importante: con poco más de (4) millones, representa el (5) % de la población total. Los países hispanohablantes tienen una gran diversidad étnica, cultural, lingüística y una biodiversidad notable3. Colombia, Ecuador, México, Perú, Estados Unidos y Venezuela forman parte4 de los (6) países 'megadiversos'. Se llaman así porque tienen más del (7) % de la biodiversidad del planeta. España es el país europeo con mayor biodiversidad.
• Audio and script: activities 23, 24, 26, 27
• Texto locutado y mapeado: Mundo hispano
23. PLANNING First, have students close their books and listen to the audio without taking notes. Then, have them open their books and look at the prompt. Play the audio again and have them complete the activity. Finally, consider showing the audio transcription. Invite students to read it silently to themselves and then aloud.
After going over the answers with the class, if your students seem especially interested or prepared to learn more about this, give them a chance to read the text (either aloud or silently) and then ask them comprehension questions: ¿Cuántos países tienen español como lengua oficial? ¿Cuáles son los países de mayor población? ¿Cuántos viven en México? ¿Cuántos viven en Colombia y España? ¿Cuántos hispanos viven en EE. UU.? ¿Qué significa megadiverso? ¿Cuál es el país europeo con más biodiversidad? As a warm-up to an activity seen later in the chapter, bring in a map of Central and South America without the countries labeled and put students in pairs. How many countries are they able to label? Given them ten minutes and have them compare their maps with another pair in the class. Finally, project a map for all to see. Alternatively, search online for “Latin America map quiz” and find a site that you like so students can test their knowledge.
MUNDO HISPANO LOCUTADOTEXTOMAPEADOY 2 PREPÁRATE GLOSARIO 1 mayor población: higher population 2 el/la habitante: inhabitant 3 notable: remarkable 4 formar parte de: to be a member of ATENCIÓN 0 cero 1 uno/un/una 2 dos 3 tres 4 cuatro 5 cinco 6 seis 7 siete 8 ocho 9 nueve 10 diez 11 once 12 doce 13 trece 14 catorce 15 quince 16 dieciséis 17 diecisiete 18 dieciocho 19 diecinueve 20 veinte 21 veintiuno/ún/una 22 veintidós 23 veintitrés 30 treinta 31 treinta y un(o/a) 32 treinta y dos 40 cuarenta 50 cincuenta 60 sesenta 70 setenta 80 ochenta 90 noventa 100 cien 101 ciento un(o/a) 111 ciento once 200 doscientos/as 220 doscientos/as veinte 300 trescientos/as 400 cuatrocientos/as 500 quinientos/as 23. Listen to these students talking about the infographic. Check the categories they mention. J continente J vivienda J idioma J agua J edad J alfabetización J información 24. Listen to the rest of the conversation and complete the information with the correct numbers. América Latina y el Caribe en 100 personas 1. viven en Sudamérica; , en México y Centroamérica, y , en el Caribe. 2. hablan español; , portugués; , inglés; , una lengua de un país originario y hablan francés. 3. no tienen internet. 25. In pairs, compare your answers to activities 21, 22, 23, and 24. 26. Listen to the audio and complete the text with the correct numbers using the spaces below. 27. Check the numbers that you hear. 1. J 15 J 5 2. J 2 J 12 3. J 6 J 7 4. J 8 J 80 5. J 39 J 93 6. J 4 J 44 MAPEADOTEXTO LOCUTADOTEXTO AUDIO TRANSCRIPCIÓN 41 X X X 4066 27 7 33 20 5 2 54 12021 48 50 15 17 70 XXX XXX 41
24. PLANNING Similarly to activity 23, first, have students close their books and listen to the audio without taking notes. Then, have them open their books and look at the prompt. Play the audio again and have them complete the activity.
DIFFERENTIATED INSTRUCTION
26. EXTENDING After students have completed the activity, this is a good opportunity to continue introducing students to different regional variations of Spanish. Play two of the textos locutados and ask students to follow along with the transcription. Do they notice any differences in the sounds of the words after hearing the two textos locutados? Point out to students on a map where the speakers come from and relate to them any information about the regional variations that you think would spark their interest. What regional differences exist in the English language and why? These kinds of comparisons with the L1 can be motivating to students and help them make connections with the L2.
• Interactive ENTENDERActivities:CÓMOFUNCIONA LA LENGUA
ESTRATEGIAS Underline
that
Afortunadamente, muchas personas creen en la juventud latina. Yo creo que todos los jóvenes que vivimos, estudiamos y trabajamos en este país tenemos derecho1 a las mismas oportunidades. Por eso2 soy activista a favor de los derechos de los inmigrantes. Me gusta ayudar a la gente. tener derecho a: to por eso: for that reason ayudar: to help grammatical structures the text can help you rules on
have the right to 2
3
Present tense of regular verbs and of the verbs ser and tener GRAMÁTICA ESENCIAL PRESENT INDICATIVE (I)
in
DIFFERENTIATED INSTRUCTION Divide the class into groups of five and mix the levels but make sure there is a student with strong skills in each group. Have students brainstorm about the Latinx population in the U.S. Assign each group a specific question that offers background for the reading: Where in the U.S. can we find a large population of Latinx background? What is the origin of the Latinx community in your community? Is there a Hispanic neighborhood in your town or city? Students share their responses with the class, with one student per group taking notes on the board: Large populations of Latinx background - Florida, California, Texas, and so on. Then, students should look at the texto mapeado and finally, listen to a version of the texto locutado. This part could be assigned as homework.
funciona la lengua
• Interactive Activities: Cómo funciona la lengua 28. Read Linda's blog post about the Latino population in the US. Highlight information that is new to you in one color and information that you already know in a different color. PREPÁRATE
What topics do students follow?
LAYING THE GROUNDWORK
The presentation and activities related to noun agreement (with activities on descriptive adjectives) gives support to the presentation and use of adjectives related to place of origin. The Prepárate section shows the activities that can be assigned as a preparation before class - flipped model - or hybrid classes. In TheSpanishHub instructors can assign online activities for students to reinforce vocabulary and grammar concepts, and to practice Grammarpronunciation.canalsobepresented or reinforced with Tutoriales de Gramática and Gramaclips (animated grammar short films) for a more dynamic and visually captivating approach.
#LearningOutcomes: exchange personal information II
Los latinos son el grupo de población más joven en Estados Unidos. En mi escuela estudian muchos jóvenes latinos. Yo tengo 15 años, soy ciudadana estadounidense y estoy en décimo grado.
• “Texto locutado y mapeado”:
talk about your own life. Discovering Spanish grammar
The section Cómo funciona la lengua scaffolds activities, encouraging students to progress from identifying and producing conjugations in the present tense to identifying and producing formal or informal language. These topics are articulated with the presentation and practice of interrogative phrases (with intonation practice at the end of the section).
your own will help you learn the language more effectively. 42 MAPEADOTEXTO LOCUTADOTEXTO TUTORIAL 42
GLOSARIO 1
28. PLANNING Start the activity by doing a warm-up on blogs. Do any students in the class follow a blog? Is anyone interested in creating a blog?
Cómo El cuaderno de Linda MENÚ Sobre mí Hola, soy Linda Ramírez, vivo en Los Ángeles con mis padres. Mi madre es de origen mexicano y mi padre, ecuatoriano. En Los Ángeles vive mucha gente de origen latino. También los estados de Texas, Florida y Nueva York tienen un porcentaje importante de población latina.
• Texto locutado y mapeado: El cuaderno de Linda • Grammar Tutorial: Present Indicative (I)
30. EXTENDING Ask students to write a sentence with their own information following the model in this activity. Then, they can exchange these sentences with their peers (small groups) and ask one or two additional questions about each other.
29. PLANNING Ask students to look at page 58 of Gramática & Vocabulario before class. In class, ask students to identify some of the missing conjugated verbs in the text on the screen. Then assign pairs to identify the other missing conjugated verbs.
#LearningOutcomes: exchange personal information II 31. EXTENDING After the students have compared the answers for activity 30, ask them to interview a classmate and then write a sentence that is similar to the one about Linda, above.
32. EXTENDING
Once students have explored the main countries represented in the United States by the Latinx population, assign students different regions of the U.S. with the question: ¿qué países hispanohablantes tienen más representación demográfica en: la costa oeste, el sudoeste, el sur (Carolinas, Georgia vs. Alabama y Florida), el norte, el medio oeste (Midwest)? In their answers, students have to use vivir, tener, trabajar, ser. For example, la población latina de mi pueblo es de México Las mujeres trabajan en diferentes negocios Have them compare answers, and in English discuss the reasons for these different demographic distributions.
33. PLANNING Prepare a list of well-known people of Latinx heritage, or one from a Spanishspeaking country. Project this list with some representative photos to the whole class. From there, students choose three, or the instructor assigns three personalities to each pair of students to do research online. Once they have investigated the three personalities, the students make a brief presentation of the one they found most interesting. Some ideas: Selena Gómez, Sandra Cisneros, Ramiro Gómez, Ricky Martin, Ted Cruz, Alexandria Ocasio-Córtez, Margarita Saona, Juan Felipe Herrera, Bertha Cáceres. #LearningOutcomes: exchange personal information II • Interactive Activities: Cómo funciona la lengua PREPÁRATE 2 Zoe Saldaña con Manouschka Guerrier, en la LA Mission Homeless Thanksgiving. 29. Scan the text in activity 28 to find the present indicative forms that are missing in this table. Then, complete the table. verbos regulares verbos irregulares TRABAJAR CREER VIVIR SER TENER yo trabajo tú trabajas crees vives eres tienes él, ella, usted trabaja cree tiene nosotros, nosotras creemos somos tenemos vosotros, vosotras trabajáis creéis vivís sois tenéis ellos, ellas, ustedes trabajan creen viven 30. Complete these sentences about Linda. Linda 15 años y estudiante en de décimo grado. estadounidense, pero sus padres de origen latino. 31. In pairs, compare your answers to activities 28, 29 and 30. 32. In groups of three, go online to find out which are the main countries of origin of Latinos in the United States. Los principales países de origen de los latinos en Estados Unidos son… 33. In the same groups, write a brief description of three famous Latino personalities. Zoe Saldaña es una actriz estadounidense. Sus padres son de origen dominicano y puertorriqueño. Zoe habla inglés, español e italiano. Vive en… � SEARCH 43 trabajamos creo vivovivevivimos soyesson tienentengo tiene es Es son México, Puerto Rico y El Salvador. 43
34. PLANNING Students can prepare before class by listening to the conversations on TheSpanishHub35.EXTENDING Return to activity 29 and review the conjugations. Can students identify the formal conjugations? The informal ones? 36 AND 37. EXTENDING Tell students that when they act out the dialogues, they should observe body language, distance between people, and voice volume. Are there other details to observe? Is this different in Spanish? 38. PLANNING Before starting this activity, review the -ar / -er / -ir conjugations and the expressions of formality and informality. • Audio and script: activity 34 Grammar Tutorial: Present Indicative (I) • Interactive Activities: Cómo funciona la lengua 34. Read and listen to these conversations. Match them with the photos. PREPÁRATE Subject pronouns: tú, usted or ustedes? GRAMÁTICA ESENCIAL PRESENT INDICATIVE (I) Cómo funciona la lengua1. ¡Hola! Tú eres la chica estadounidense de intercambio, ¿no? Sí, me llamo Alyssa, ¿y tú? Soy Ana. Encantada. 2. Buenos días, ¿es usted la profesora visitante colombiana? Sí, soy Sheila López. ¿Y usted? Yo soy Marta Díaz, del Departamento de Sociología. Mucho gusto. 35. Which of the two previous conversations is more formal? What differences do you see and hear in the use of names, pronouns, and verb forms? In pairs, complete the table below. RECURSOS INFORMALES EN ESPAÑOL RECURSOS FORMALES EN ESPAÑOL Nombres: Alyssa (nombre) Nombres: Marta Díaz (nombre y apellido) Pronombres: Pronombres: Formas verbales: Formas verbales: 36. In pairs, write conversations in English for these two situations. Then perform them. Use the conversations in activity 34 as models. Dos profesores en una sala de profesores. Un(a) amigo/a te presenta a un(a) compañero/a de clase. 37. Analyze your conversations with the class. What words or elements do you use in English in formal and informal situations? RECURSOS FORMALES EN INGLÉS RECURSOS INFORMALES EN INGLÉS Nombres: Nombres: Pronombres: Pronombres: Formas verbales: Formas verbales: ESTRATEGIAS Understanding how your language works and comparing it to Spanish is a helpful learning strategy. 38. In groups, write two conversations in Spanish, one formal and one informal, and perform them. TUTORIAL AUDIO TRANSCRIPCIÓN 44 tú 2 eres ustedes nombre y apellido nombre you you are are 1 44
39-41. PLANNING Go back to activity 34 and replay the audio for the students to identify the interrogative phrases that appear: ¿no? ¿y tú? ¿Y usted? #LearningOutcomes: ask and answer questions 42. PLANNING Noun agreement is introduced here. Prior to doing this activity, assign students to read page 59 from Gramática & Vocabulario about gender and number agreement when using the indefinite articles and refer to page 27 to review agreement with definite articles. In class, ask students to observe the endings in bold. The instructor should be prepared to explain that not all -a or -o endings mark masculine or feminine grammatical gender and that nouns ending in -e can be both masculine and feminine. However, agreement in terms of number will always be -s or -es. 44 AND 45. EXTENDING Write down the combinations produced by students on the board. Ask students about the nature of the agreement. 39. ANSWER KEY Nombre y apellidos: Nacionalidad/origen:1 3, 4 Lugar de residencia: 2, 5 Edad: Estudios/profesión:6 8, 9 Idiomas: 7, 10 • Grammar Tutorial: Adjectives Interactive Activities: Cómo funciona la lengua 42. Look closely at the endings of the adjectives in the sentences below. Does English have these types of endings? Refer to Gramática & Vocabulario Ricardo es un chico muy inteligente y simpático Ricardo y Manuel son dos chicos muy inteligentes y simpáticos • Luisa es una chica inteligente y simpática Luisa y Jazmín son dos chicas muy inteligentes y simpáticas Daniel Alarcón es un escritor famoso. Es una persona muy crítica e influyente • Julia Álvarez es una escritora famosa. Es una persona muy crítica e influyente Daniel Alarcón y Julia Álvarez son dos escritores famosos. Son dos personas muy críticas e influyentes 43. Write sentences combining these nouns and adjectives. una unosununascientíficaestudiantespolíticoactores simpático/a/os/asinternacional(es)activoimportante(s)talentoso/a/os/as/a/os/as Tengo una amiga muy talentosa: se llama Alice y toca cinco instrumentos musicales. 44. In groups, compare your examples in activity 43. Do you have the same combinations? 45. Write examples for each category and compare them with your classmates. • Un país interesante Un(a) artista crítico/a • Una compañía internacional • Un(a) cantante talentoso/a Un(a) escritor(a) talentoso/a • Un(a) actor/actriz simpático/a Un país interesante para mí es India. Es un país… 2 39. Match each question with the correct category. Nombre y apellidos Nacionalidad/origen Lugar de residencia Edad Estudios/profesión Lenguas 1. ¿Cómo te llamas? 2. ¿Dónde vives? 3. ¿De dónde eres? 4. ¿Eres colombiana? 5. ¿Vives en Ecuador? 6. ¿Cuántos años tienes? 7. ¿Hablas inglés? 8. ¿Qué estudias? 9. ¿Qué haces? 10. ¿Qué lenguas hablas? 40. Write five questions for your classmates using these question words and verbs. ¿Quién…?¿Cómo…? • ¿Cuántos/as…? ¿Dónde…?¿Qué…? • ¿De dónde…? ser tener trabajar vivir estudiar llamarse hacer leer hablar PREPÁRATE PREPÁRATE Question words GRAMÁTICA ESENCIAL Adjectives: gender and number GRAMÁTICA ESENCIAL ADJECTIVES ATENCIÓN An inverted question mark is also used at the beginning of a question (¿...?). ¿Cómo te llamas? ¿Dónde vives? 41. Ask your classmates your questions. Max, ¿cuántos años tienes? TUTORIAL 45 45
• Interactive ENTENDERActivities:CÓMOFUNCIONA LA LENGUA 46. DIFFERENTIATEDPLANNING INSTRUCTION Divide the class in pairs. Do an information gap activity by which students have maps with missing information on the legend. They need to complete the names of all the countries in the map. -En mi mapa está Chile, es el número 3. -¿Tienes el nombre del país número 12? 47. DIFFERENTIATEDPLANNING INSTRUCTION Place images on the walls of the classroom of the eight people listed in the activity. Next to these images have a short description of their biography using verbs students can understand: ser, tener, hacer, escribir, etc. Consider doing activity 50 first. Include a translation for students who might need it: Lionel Messi: es un deportista famoso/ LN is a famous athlete. Gioconda Belli también escribe cuentos para niñas y niños. / GB also writes children’s stories. Ask students to walk around to check the exhibition. They can take their book to complete the activity. Then in pairs, they can check their answers. • Interactive Activities: Cómo funciona la lengua Cómo funciona la lengua The names of the Spanish-speaking countries VOCABULARIO 46. Label the Spanish-speaking countries on the map. PREPÁRATE Fuente: Google Earth 1. Argentina 2. Bolivia 3. Chile 4. Colombia 5. Costa Rica 6. Cuba 7. Ecuador 8. El Salvador 9. España 10. Guatemala 11. Guinea Ecuatorial 12. Honduras 13. México 14. Nicaragua 15. Panamá 16. Paraguay 17. Perú 18. Puerto Rico 19. República Dominicana 20. Uruguay 21. Venezuela 47. Do you know these important personalities from the Spanish-speaking world? Match the names with their professions and nationalities. You may search online. 1. Jorge Drexler 2. Lionel Messi 3. Frida Kahlo 4. Teresa Carreño 5. Isabel Allende 6. José Andrés 7. Gioconda Belli 8. Nina García a. pintora mexicana b. compositora y pianista venezolana c. escritora nicaragüense d. editora de moda colombiana e. chef español f. cantante y compositor uruguayo g. escritora chilena h. futbolista argentino � SEARCH Este país es ¿Quién es Carlos Gardel? —Es un cantante de tango y compositor uruguayo. 46 13 18 6 19 10 8 14515 4 12 21 7 17 32 16 20 1 11 9 b g ah f e c d 46
48. PLANNING Assign students to read page 60 from Gramática & Vocabulario (Question Words) as homework. Prior to sharing their answers to activities 46 and 47, ask students to write down questions using as a model those from Gramática & Vocabulario. Remind students to change the conjugation to third person: ¿Quién es Lionel Messi? ¿Cuántos años tiene? De dónde es? #LearningOutcomes: ask and answer questions 49. DIFFERENTIATEDPLANNING INSTRUCTION Divide the class into groups of three of mixed language ability. Ask them to write next to each gentilicio the country it is referring to. Then, together they find and share information about important people from those places. 53. DIFFERENTIATEDEXTENDING INSTRUCTION Divide the class into groups of three of mixed language ability. Have students use the people they researched for activity 49 as the subjects of their new sentences. More advanced students can take the lead on this task. 50. PLANNING Students have been exposed to cognates throughout Chapters 1 and 2. Reinforce with students how cognates can help in the L2 learning process. 52. PLANNING When comparing their answers, students should also check their answers for noun + adjective agreement. They may need to consult Gramática & Vocabulario, p. 59. 51. EXTENDING Encourage students to complete the sentences with more than one adjective: Manuel tiene ideas originales - es muy creativo y talentoso. funciona lengua pairs, share your answers to activities 46 and 47. other famous people from history or the present day with the following nationalities. Then, share your findings with the class.
2 48. In
guatemalteco/aecuatoriano/aecuatoguineano/adominicano/acubano/acostarricenseboliviano/a salvadoreño/apuertorriqueño/aperuano/apanameño/anicaragüensemexicano/ahondureño/a � SEARCH Autorretrato – El marco Frida Kahlo. /VEGAPD.F.Mexico,Trust,MuseumsKahloFridaRiveraDiegoMéxicodeBanco2020©Frida Kahlo es una pintora mexicana. —¿Lionel Messi es un futbolista argentino? —No sé. —Sí, sí; es un futbolista argentino muy famoso. Adjectives to describe personality VOCABULARIO PREPÁRATE 50. Underline the adjectives that are similar in English or in any other language that you know. famoso/a • talentoso/acrítico/a • activo/acreativo/a • productivo/a optimista • inteligenteindependiente • interesantesimpático/a • influyente 51. Complete these sentences with the correct adjectives from the list above. 1. Manuel tiene ideas originales: es muy … 2. Carla hace muchas cosas diferentes en un día: es una persona … 3. Amalia tiene una actitud positiva ante la vida: es una chica (girl) 4. Alberto toca el piano fenomenal: es muy … 5. A Camila le gusta vivir sola (alone, by herself): es muy … 52. In pairs, compare your answers to activities 50 and 51. 53. Write three more sentences with the adjectives not used in activity 51. Share them with the class. 47 creativo productivaoptimista talentoso independiente 47
49. Find
la
• Interactive Activities: Cómo
GLOSARIO
Cómo funciona la lengua Connectors TEXTO Y COMUNICACIÓN CONNECTORS (I) 54. Check whether you think these statements are true (V) or false (F). Then read the text and verify your answers. V F 1. En Argentina muchas personas tienen origen italiano. 2. Muchos peruanos son de origen asiático. 3. El español tiene palabras de origen árabe. 4. En América Latina existen más de 500 pueblos originarios (indigenous peoples) PREPÁRATE El mundo hispanohablante tiene una larga historia de conquistas1, migraciones e intercambios culturales; por eso la gente, la cultura y la lengua son muy diversas. Muchos países no tienen estadísticas sobre la población originaria, pero, según UNICEF, en América Latina viven actualmente 522 pueblos indígenas. En los países de habla hispana, una parte importante de la población tiene antepasados2 africanos o españoles. Hay también muchas personas de origen chino y japonés (como en Perú), judío3, alemán o italiano (como en Argentina).
o: or • Texto locutado y mapeado: Gente de aquí y de allá • Grammar Tutorial: Connectors (I) • Interactive Activities: Cómo funciona la lengua y pero También por eso o e XXXX 48
4
KEY y, e:
DIFFERENTIATEDPLANNING
España tiene también una larga historia de conquistas y encuentros4 entre pueblos ibéricos, celtas, romanos, judíos, germánicos y árabes. DE AQUÍ Y DE ALLÁ
5.
55. Look at the connectors underlined in the text above. What are their equivalents in English? 56. Complete the sentences with the most appropriate connector. Then compare answers with your classmates. 1. Ana es una persona muy inteligente, creativa talentosa. 2. Carlos es de México, vive en España desde 2016. 3. Eva Longoria es actriz y modelo. es activista por los derechos de los hispanos en Estados Unidos. 4. Es un actor muy bueno y colabora con muchas organizaciones sociales, tiene el reconocimiento (recognition) de muchas personas. ¿Tú vives en Buenos Aires en Rosario? Isabel habla francés, español inglés. 1 la conquista: conquest 2 el antepasado: ancestor 3 judío/a: Jewish el encuentro:
6.
eso:
INSTRUCTION Before tackling the text and connectors, do a pre-reading activity. Ask students to brainstorm in either Spanish or English the possible references to the title of the text. How do they connect the title to the image of the people? What words come to their minds: diversidad, migración, viajes, países. Add to the richness of this text by preparing more statements that refer to the cultural, linguistic and racial diversity of Latin America. When working with the texto locutado y mapeado have students look at the texto mapeado first. Besides the connectors, what is interesting about this map? Ask students to look at the Frequent Word Combinations: can they think of similar combinations in English? Do they work the same as in Spanish? Can students think of other combinations using as a base the ones in this text: mundo hispanohablante, mundo angloparlante, mundo francófono, mundo afrodescendiente, etc. Assign students to listen to the three versions of the texto locutado as homework. Ask them to identify one difference they could perceive among the three spoken texts.
GENTE
55. ANSWER and por for that reason; because of that; therefore pero: but también: too, also, as well
interaction LOCUTADOTEXTOMAPEADOY 48 MAPEADOTEXTO LOCUTADOTEXTO TUTORIAL 54.
2 Intonation: questions SONIDOS LA ENTONACIÓN 57. Listen. Which sentences are questions and which are statements? For each item, check the sentence that you hear. How can you tell the difference? 1. J ¿Es de Perú? J Es de Perú. 2. J ¿Viaja mucho? J Viaja mucho. 3. J ¿Dónde vive Julia? J Donde vive Julia. 4. J ¿Eres estudiante? J Eres estudiante. 58. Compare your answers with a classmate. 59. In activity 57 there are two types of questions: Yes/No questions, to which we respond sí or no; and Wh- questions, which require longer answers. Write the questions from activity 57 in the appropriate columns below. YES/NO QUESTIONS WH- QUESTIONS 60. Listen and repeat the following questions. Then, in pairs, take turns asking and answering them. ¿Cómo te llamas? • ¿Cuál es tu apellido? ¿De dónde eres? • ¿Cuántos años tienes? ¿Dónde vives? ¿Te gusta el español? ATENCIÓN In Spanish, as in many other languages, questions and answers have different intonation. In wh questions, the final intonation follows a risingfalling pattern. ¿De dón de e res? In yes/no questions, intonation rises at the end of the sentence. ¿E res de Mé xi co? SONIDOS AUDIO TRANSCRIPCIÓN 49 57. PLANNING Return to activity 34 and play the audio again. What do students notice about the intonation? Repeat the questions and emphasize the intonations, so when students hear the examples in this activity they will have a better idea of how the questions are represented. Another option is to have students prepare before class by listening to the sounds on TheSpanishHub 59-60. EXTENDING Extend the list of questions and ask students to categorize them as yes/no or Wh-questions: ¿Hablas otro idioma? ¿Tienes dos apellidos? ¿De dónde son tus padres? etc. #LearningOutcomes: ask and answer questions • Audio and script: activities 57 and 60 Pronunciation Tutorial: La entonación • Interactive Activities: Sonidos ¿Es de Perú? ¿Viaja mucho? ¿Eres estudiante? ¿Dónde vive Julia? XX XX 49
62A. PLANNING By now students have had some exposure to topics associated with Latin America. For the brainstorming activity, have them list countries, nationalities, people, adjectives, etc. 62B. EXTENDING Ask students to create their own mind map in their notebook or via an online app. The two mind map examples in this chapter are below, Profesiones, and on page 65, Personalidad One that they could create on their own could be, for example, Estudiante and then branching out to include adjectives that describe estudiante. Or a profession that interests them in the future, ingeniero/a, and the characteristics they associate with this profession. your own
LAYING THE GROUNDWORK This section Conocer los textos seeks to have students reflect on how they learn vocabulary in Spanish, English or any other languages they have learned.
61. PLANNING This activity encourages students to make connections between the L1 and the L2. Students can carry this out with a Think-PairShare activity. What similarities or differences are there between the way students study vocabulary in Spanish and in English? What strategies that they use in English would they consider using for studying Spanish?
examples. Free association of words related to a theme. Universidad estudiar biblioteca semestre campus A. LLUVIA DE IDEAS (BRAINSTORM) B. MAPAS CONCEPTUALES SIMPLES Y COMPLEJOS (SIMPLE AND COMPLEX MIND MAPS) Words related to a theme, organized by category. AHORA TÚ: Do your own brainstorm on the topic of Latinoamérica. A mí me gustan los diccionarios visuales, relacionar palabras con imágenes. 50 50
losConocertextos Preparar vocabulario para textos y exámenes Diseñador(a)Moda Escritor(a)Literatura Político/aMúsico/a,cantanteMúsica CineActor/ActrizyteatroProfesor(a)Educación PROFESIONES Política 61. How do you study vocabulary? What strategies do you use? 62. Look at these strategies for organizing and learning. Then write
62D. PLANNING Ask students to look back through Chapters 1 and 2 to find word pairs that would be considered related or opposites. The word pairs could be related as students see them, such as escritor(a) / creativo/a; cantautor(a) / música; talentoso/a / creativo/a 62E. EXTENDING Challenge students in pairs to look through chapters 1 and 2 and find three more word families to share with the rest of the class. If your students enjoy competition, they could be given a time limit of five minutes.
62F. PLANNING Ask students to consult Frequent Word Combinations at the end of Chapters 1 and 2 for ideas. Can they make new collocations with the help of a dictionary? What new associations can they make with hablar, tener and ser? Have students jot down their new collocations in their notebook, and perhaps dedicate a separate section of their notebook to new collocations per chapter.
62G. PLANNING Ask students to look ahead to the vocabulary section (p. 62-65) and identify words that are spelled alike or sound alike. For example, actor, compositor, escritor, profesor
62C. PLANNING Have students look back to Chapter 1 and write down the themes that were interesting to the whole class, from most to least interesting.
• Interactive Activities: Conocer los textos 2
Examples: trabajar / trabajo / trabajador(a); pintar / pintor(a)
62H. EXTENDING By now students are familiar with the concept of cognates. Have them go to an online Spanish-language newspaper and choose an article of interest to them. From there ask them to identify ten cognates.
64. Share your examples with the class. G. SONIDO Y ORTOGRAFÍA (SOUND AND SPELLING)
Palabras con eñe: español baño niños Words organized by sound or spelling.
AHORA TÚ : Write down words with the letters qu Words organized in a specific order. Países hispanoamericanos de norte a sur ElHondurasGuatemalaMéxicoSalvador PanamáCostaNicaraguaRica
AHORA TÚ: Create your own list of interesting topics for your Spanish class. C. JERARQUÍA (HIERARCHY) director de cine orquesta Groups of words often used together. AHORA TÚ: Create combinations with the verb ser
F. COMBINACIONES Y COLOCACIONES LÉXICAS (WORD COMBINATIONS AND COLLOCATIONS) actor/actriz estudiante/profesor(a) Words organized by related or opposing meanings. AHORA TÚ: Create word pairs with related or opposing meanings. D. COMPLEMENTARIOS U OPUESTOS (COMPLEMENTARY OR OPPOSED) cantante/cantar/canción AHORA TÚ: Create the word family for the verb estudiar
Words with the same root. E. FAMILIA DE PALABRAS (WORD FAMILY) arte > informaciónart > information AHORA TÚ: Write five more examples. Words related by derivation, borrowing, or descent in different languages. H. COGNADOS (COGNATES) 51 51
63. Choose words from chapters 1 and 2 and organize them using one of these strategies.
This section targets Interpretive Communication (via written and visual texts) and advances Intercultural Communication since students will aim to identify people, products and practices to help them understand perspectives, through reading about three famous Mexican film directors and a rising star (Aparicio), and thinking critically about self-portraiture.
Mapas culturales
Cine y medios de comunicación
• ¿Quiénes son? ¿Qué hacen? ¿De dónde son? SEARCH Alejandro, Alfonso y Guillermo son en Hollywood “los tres amigos”, algo muy especial en un ambiente1 considerado hostil.
The section Mapas Culturales is dedicated specifically to exposing students to cultural products, perspectives and practices throughout the Spanish-speaking world: art, music, and literature, as well as social, political, and community events. Culture and cultural products are presented organically and connected to chapter content.
5
PROFICIENCY BENCHMARKS
65. Search online for information about the following artists. Then answer the questions.
65. PLANNING
This could be turned into a trivia game. Each pair consults online sources in Spanish for facts on the film directors and prepares five statements, such as Creó la compañía de producción Tequila Gang (Guillermo del Toro). In this example, students should not dwell on the use of the verb - in the preterite - but instead associate the name of the production company with Guillermo del Toro. One pair of students reads the trivia statements to another pair, who has to guess the director. After the game, students can read the article silently. Encourage them to scan for the information asked for in the prompts. The blank spaces after each paragraph are associated with activity 66. For a more challenging activity, ask comprehension check questions. In addition to the three questions posed here, ask: ¿Quién es Yalitza Aparicio? ¿Qué es Roma? Play two of the textos locutados for students to continue to appreciate regional variations of Spanish. Recycle vocabulary seen in activity 50. What are the three directors and the actress like?
�
Orgullosos de2 su origen, pero con una perspectiva global, los tres cuentan historias humanas. Roma, por ejemplo, cuenta3 la historia de Cleo, la "nana"4 de la familia, interpretada por Yalitza Aparicio, una actriz mexicana de origen mixteco nominada al Óscar a la mejor actriz en 2019. Para la revista Time fue “la mejor actuación de 2018”. Además, fue la primera mujer de origen mixteco que apareció en la portada5 de Vogue (en enero de 2019). GLOSARIO 1 el ambiente: environment 2 orgulloso/a de: proud of 3 contar: to tell 4 la nana: live-in housekeeper la portada: cover
Cine e identidad en México TEMÁTICO:MAPA ARTE LOCUTADOTEXTOMAPEADOY MÉXICO ANTES DE LEER 52 3 4 1 2 52
Alfonso Cuarón Guillermo del Toro
Del Toro es experto en historias de terror y fantasía; Iñárritu, en drama, y Cuarón, en combinar diferentes géneros.
LAYING THE GROUNDWORK
65. ANSWER KEY Sample Answers: • Alejandro González Iñárritu, Alfonso Cuarón y Guillermo del Toro son tres amigos que tienen en común lugar de origen y profesión. Yalitzia Aparicio es actriz mexicana de origen •mixtecoAlejandro González Iñárritu, Alfonso Cuarón y Guillermo del Toro son directores de cine, guionistas y productores, ganadores de premios Oscar. Yalitzia Aparicio fue nominada al Óscar a la mejor actriz en 2019. Fue “la mejor actuación” en 2018 según la revista Time. Apareció en la portada de Vogue en •2019.Son mexicanos.
•
Los tres tienen premios Óscar: Cuarón por Gravity (2014) y por Roma (2018) como mejor película de habla no inglesa; Iñárritu, por Birdman (2015) y The Revenant (2016), y Del Toro, por The Shape of Water (2018).
Alejandro González Iñárritu Yalitza Aparicio
66-67. PLANNING This could be conducted as a Think-PairShare activity.
68. PLANNING Students may need some orientation before answering this question. You could bring up that Mexico is a place where light-skinned people dominate the media landscape, and that indigenous peoples have much less representation in prestigious fashion magazines such as Vogue. Aparicio’s appearance on the cover of Vogue México was hailed by many indigenous people in Mexico.
65. EXTENDING Show trailers for some of the films discussed here and ask students what they would like to see and why.
DIFFERENTIATED INSTRUCTION
• Texto locutado y mapeado: Cine e identidad en México • Thematic Map: Arte • Interactive Activities: Mapas culturales
Depending on their readiness level and interests, students may be motivated to learn more about the three directors or about Yalitzia Aparicio. Consider taking brief excerpts from articles about them and showing them on a screen. What cognates and facts do students recognize? Another activity for diving more deeply into this topic would be for students, in pairs, to create a notecard with the name of one of the movies mentioned in the article. They look up the chief information about it, such as Año, Premios, Género, Actores y Actrices, and Recepción (something simple like its score on IMDb). Students can do a brief presentation (with technology or without) and afterwards present a True/False test to the rest of the class based on the information. TEMÁTICOMAPAMAPEADOTEXTO LOCUTADOTEXTO 66. Write the number of each missing phrase where it belongs in the article on page 52. 1. Y es que saben1 que el cine es universal y que traspasa fronteras y banderas2 2. Este hecho es crucial para la representación de la sociedad mexicana. 3. Los tres tienen en común3 su lugar de
origen, su profesión y su talento, pero sus estilos son muy diferentes. 4. Pero también son muy conocidas4 sus películas en español, como Amores perros (Iñárritu, 2000), Y tu mamá también (Cuarón, 2001) y El laberinto del fauno (Del Toro, 2006). 67. In pairs, compare your answers to activities 65 and 66. 68. Why do you think it is important for Yalitza Aparicio to be on the cover of Vogue magazine? Share your opinion with your classmates. CRITICAL THINKING GLOSARIO 1 saber: to know 2 la bandera: flag 3 tener en común: to have in common 4 conocido/a: famous, well-known DESPUÉS DE LEER 53 53
2
¹
Mapas culturales Pintura Retratos
Su arte estudia la relación íntima que existe entre la mujer y la naturaleza. Autorretrato, David Alfaro Siqueiros, (México, 1896-1974) Su obra humanista, de carácter político, refleja el dolor y la miseria, y denuncia la violencia del siglo XX. © David Alfaro Siqueiros, VEGAP, Barcelona, 2020 © Cortesía de Coqui Calderón
El arte es una forma de conocer la realidad y de construir2 la propia identidad, y en todas sus formas (pintura, escultura, música, cine, fotografía, etc.) es también un reflejo3 del artista. Por eso, los retratos y los autorretratos son fundamentales en la obra de muchos creadores. Aquí presentamos tres ejemplos del mundo hispanohablante. GLOSARIO 1 el autorretrato: self-portrait 2 construir: to build 3 el reflejo: the reflection El árbol y yo, Coqui Calderón (Panamá, 1937)
autorretratosy 69. Look at these works of art and write down in English what you think they have in common. Compare your ideas in small groups.
69. PLANNING
This is a good moment to continue introducing students to the concept of Visual Thinking Strategies (VTS) as an activity in the L1. First, invite students to take a minute and look silently at Autorretrato. Then, ask students three questions: What’s going on in this work? What do you see that makes you say that? What more can we find? After each question, give students plenty of time to respond. Listen carefully to their answers, paraphrase them for the rest of the class, and move along without correcting their observations. The internet contains articles and websites dedicated to VTS, which aims to foster inclusive and collaborative discussions on art. If there is time, conduct the same activity with El árbol y yo or Nahui Olín Finally, play two of the textos locutados as you continue to expose students to regional variations of the language.
69. ANSWER KEY Sample Answers: En cada obra solo hay una persona. La cara y el cuerpo de cada persona son las características más importantes. El trasfondo de cada obra es misterioso o no bien definido. 54
ANTES DE LEER 54
TEMÁTICO:MAPA ARTE LOCUTADOTEXTOMAPEADOY
MÉXICOPANAMÁ
Con el arte podemos conocer e interpretar el mundo.
73. What words come to your mind when you look at these pictures? Write two for each of them, in English. Then look for their translation in Spanish, share them with the class, and make a map of all your associations. Which words are positive? Which are negative?
• ¿Qué caracteriza su arte? Busca otras obras de estos artistas. ¿Te gustan o no? ¿Por qué?
72. Self-portraits and selfies are ways of presenting oneself to the world, but can a selfie be a work of art? Discuss in groups.
73. PLANNING This could be conducted as a Think-PairShare activity. What words were the most common among students?
72. DIFFERENTIATEDEXTENDING INSTRUCTION
• Los retratos y los autorretratos muestran la personalidad del/de la artista.
• Thematic Map: Arte 70. ANSWER KEY Sample Answers: • El arte es una forma de conocer la realidad y de construir la propia identidad • El arte también es un reflejo del artista. Por eso, los retratos y los autorretratos son fundamentales en la obra de muchos creadores.
• Texto locutado y mapeado: Retratos y autorretratos
� SEARCH CRITICAL THINKING TEMÁTICOMAPAMAPEADOTEXTO LOCUTADOTEXTO DESPUÉS DE LEER 55
2 Nahui Olín, Dr. Atl 1875-1964)Murillo),(Gerardo(México, Vulcanólogo y filósofo, en su arte estudia los colores de naturaleza.la Colección Andrés Blaisten Dr. (Gerardo Murillo) ATL Nahui Olin, Ca. 1922. Atl colors / fresco, 100 × 100 70. Read the following ideas. Then, look back at the introductory text and underline the relevant words or sentences that express these ideas. Share your answers with a partner.
71. PLANNING As students look up another work of art from one of the artists, they could post the image on a shared site together with basic information such as the título, año, and locación. Project the images on the screen, and ask the class to comment on which works they like, which they do not and why. Refer students to p. 61 (Talking about Artists and Expressing Likes and Dislikes).
If permitted in your classroom, invite students to take out their phones and show some of their favorite selfies and why they like them. Alternatively, they could use a shared online Padlet space to upload a selfie, and then the class could create a gallery of pictures. Students create a ficha about their own selfie and look to themselves as the artist. They can consult the three works in the textbook as models: title of selfie, artist (name of student), country, dates, and a short phrase starting with “Su arte ” Do students consider these pictures to be art? Why or why not?
71. Read the information under each painting and research online to answer the questions. ¿De dónde son los artistas?
71. ANSWER KEY Sample Answers: David Alfaro Siqueiros: es de México; su obra es de carácter político; refleja el dolor y la miseria, y denuncia la violencia del siglo XX. Coqui Calderón: es de Panamá; su arte estudia la relación íntima que existe entre la mujer y la naturaleza. Dr. Atl: es de México; estudia los colores de la naturaleza. 55
70. EXTENDING Invite students to choose a work of art in their school, in their local community, or even nationally or internationally that speaks to one or both of these statements. This will give students the opportunity to talk about works of art with which they are already familiar and share their ideas with their peers.
Los
C. PLANNING To encourage active listening, ask each group to come up with two to three trivia-style questions about their content. Each group asks the questions once everyone has presented.
influential. mujer/hombre de negocios • escritor(a)científico/a • director(a) de cine actor/actriz • diseñador(a) de moda artista • músico/a deportista • político/aperiodista C. Present your list
Serena Auñón-Chancellor
information
influential. Order them by importance, where number one is the
class and share
¿Cuál
LEARNING OUTCOMES
PROFICIENCY BENCHMARKS
your list. CRITICAL THINKING En
Aquí
These two projects have been designed to guide learners to develop and practice two of the learning outcomes of the chapter: exchange personal information II and ask and answer questions. They also offer a great opportunity to revisit the chapter’s essential question: ¿Influyen otras personas en la construcción de tu identidad? ¿Cómo? and reflect on the role models that inspire us when building our identity. A holistic rubric can be found in TheSpanishHub to assess the projects.
LAYING THE GROUNDWORK
This project targets Interpretive, Interpersonal, and Presentational Communication: students will engage in conversations, and do a brief presentation about information and themes from the chapter. This project also advances Intercultural Communication since students will aim to research well-known Latinx people.
En grupo: Latinos influyentes Proyectos
A. In small groups, identify the people in these pictures and look up their personal information online: name, origin, age, occupation, personality.
The section Proyectos provides two projects, an individual one and one in groups, in which learners have the chance to create more complex linguistic output by activating the language they have learned in the chapter. They are encouraged to conduct research on the internet, work in groups, and prepare presentations in a wide range of formats.
you find
¿Quiénes son los latinos más influyentes de Estados
56 56
B. PLANNING Consider these alternative ways to work on the activities: - to avoid students choosing Latinxs figures from the same professional field or only the ones they are already familiar with, encourage them to research people they have never heard of and from three different lines of work. - review each group’s list and approve the three chosen top figures before the group proceeds with the research and works further on the presentation.
SEARCH NOMBRE Y APELLIDO: ¿Cómo se llama? ¿Cuál es su apellido? ORIGEN, NACIONALIDAD: ¿De dónde es exactamente? EDAD: ¿Cuántos años tiene? PROFESIÓN, ACTIVIDAD: ¿Qué hace? ¿Qué es? PERSONALIDAD: ¿Cómo es? OTRA INFORMACIÓN RELEVANTE: Trabaja en... Vive en... Habla... B. Read the text and search online for more famous Latinos/as in these or other professions. Then make a list of the ten
We are going to research and present some basic information about the most famous Latinos in the United States.
Gustavo Santaolalla Salma Hayek Sonia Sotomayor that most most to the rest of the basic about the top three figures on el número 1 tenemos a Para nosotros/as es importante porque Unidos? latinos son ya la minoría más importante en Estados Unidos. Muchas personas relevantes de esta comunidad son muy influyentes en el mundo de la política, los negocios, la ciencia, la literatura, el cine, la moda, el arte, la música, los deportes, el periodismo y los medios de comunicación. es tu top 10 entre los latinos más influyentes en Estados Unidos? tenemos algunos ejemplos.
A. PLANNING Before asking students to look for the information online, look up who are currently the ten most influential Latinxs at the moment in the U.S. Then, from that list, choose one (not already listed in this activity) with whom the students are most familiar. From there, present a model of what is expected in the activity, first by displaying just a picture of the person, and then gradually adding all the information that is Tosought.personalize the task, you can offer a model for students to follow with an influential figure from the U.S. For example, one from “Time 100 Most Influential People” or a wellknown and respected person. Oprah Gail Kosciusko,Winfrey Misisipi, estadounidense x Periodista,años presentadora de televisión, productora, actriz, empresaria, filántropa y crítica de Trabajadora,librostalentosa y famosa Tiene un premio Óscar y un Globo de Oro
EXTENDING With the purpose of increasing students’ involvement and to encourage the display of their work via a digital wall, for example, encourage students to share their infographic with other readers: the class, another section of the same class, or with students from a peer institution.
• Rubrics: Proyecto en grupo • Rubrics: Proyecto individual Interactive Activities: Proyectos 2 Individual: Mi infografía A. Choose one influential Hispanic or Latino in five of the following fields. Then put them in order of descending importance from 1 to 5. la política los negocios la ciencia la literatura el cine la moda el arte la música los deportes el periodismo B. For each person, create a personal information card like the one in the group project, and add a photo. C. Organize the important information in a first draft. D. Think of a title for your infographic and prepare your final version. CRITICAL THINKING You are going to design an infographic about the five people you think are the most influential in the Spanish-speaking world. ESTRATEGIAS Review the vocabulary and use the dictionary. No automatic translators. Also refer to this chapter's Gramática & Vocabulario Sandra Cisneros (escritora) Residente (músico) Juan Martín del Potro (deportista) Denisse Aranda (ingeniera) Jamie Margolin (activista) 5 LATINOS INFLUYENTES 57 57
PLANNING The main difference between the individual and the group project is that the objective of the present activity is for students to expand their knowledge of influential Latinxs beyond the U.S. and to emphasize the practice of structures in written form. Refer students to the pages at the end of the chapter, Gramática & Vocabulario, and show them a model of what is expected. Present infographics of famous people in the English-speaking world or in world history as possible models.
PROFICIENCY BENCHMARKS
The individual project aims to have students work on Presentational Communication. Students will produce an infographic based on familiar information seen throughout the chapter.
1. THE PRESENT TENSE u Conjugation of regular verbs: -ar, -er, -ir In Chapter 1 you learned the present tense forms of regular -ar -er and -ir verbs, as well as the present tense of the irregular verb ser -AR: stem:ESTUDIARestudi- -ER: stem:LEERle- -IR: stem:ESCRIBIRescribyo estudio leo escribo tú/vos estudias/ás lees/és escribes/ís él, ella, usted estudia lee escribe nosotros/-as estudiamos leemos escribimos vosotros/-as estudiáis leéis escribís ellos, ellas, ustedes estudian leen escriben u The verbs ser, ir, tener and hacer Here are three more irregular verbs in the present tense. Ser’s forms are also included in the chart for comparison.
2. SUBJECT PRONOUNS u Vosotros or ustedes?
• Grammar Table • Interactive Activities: Gramática & Vocabulario
• Grammar Tutorial: Present indicative (I), Subject pronouns (I)
España Juan y Ana María, ¿vosotros sois mexicanos? (Juan and Ana María, are you Mexican?) Latinoamérica Juan y Ana María, ¿ustedes son mexicanos? (Juan and Ana María, are you Mexican?)
SER (to be) IR (to go) TENER (to have) HACER (to do, to make) yo soy voy tengo hago tú eres vas tienes haces él, ella, usted es va tiene hace nosotros, nosotras somos vamos tenemos hacemos vosotros, vosotras sois vais tenéis hacéis ellos, ellas, ustedes son van tienen hacen Soy Iris y tengo 16 años. Voy a la escuela de mi barrio y hago mucho deporte. (I'm Iris and I'm 16 years old. I go to my neighborhood school and I play a lot of sports.)
PRESENT INDICATIVE (II) SUBJECT PRONOUNS (I) 58 58
As you learned in Chapter 1, in most areas of Spain, the vosotros form is used to address a group of two or more people informally. Ustedes is used to address two or more people formally. Vosotros and vosotras are not used in Latin American Spanish. There, ustedes is used to address all groups of two or more people, regardless of whether the context is familiar or formal.
e Gramática Vocabulario& Structures
• Grammar Tutorials: Articles, Adjectives Grammar Table • Interactive Activities: Gramática & Vocabulario 2
4. ADJECTIVES: GENDER AND NUMBER
To form the plural of adjectives that end in a vowel, add an –s To form the plural of adjectives that end in a consonant (such as -l -n -r -s or -z), add –es ending masculine singular feminine singular plural (-s) -o/a simpático simpática simpáticos simpáticas -e elegante elegante elegantes -ista feminista feminista feministas -or(a) trabajador trabajadora trabajadores trabajadoras -z-r-l-n joven especial regular capaz joven especial regular capaz jóvenes especiales regulares capaces ADJECTIVES ATENCIÓN Just like nouns that end in z adjectives that end in z change the z to c in their plural form: feliz › felices capaz › capaces
3. INDEFINITE ARTICLES You learned the definite articles el la los and las (the) in Chapter 1. The Spanish indefinite articles un una unos, and unas are equivalent to a, an, and some in English. They also change to show number and gender. singular plural masculine unun libro (a book) unosunos libros (some books) feminine unauna casa (a house) unasunas casas (some houses) ARTICLES unos estudiantes jóvenes (some young students) ATENCIÓN Feminine nouns that begin with a or ha and are stressed on that syllable take the masculine article. This is true for both definite and indefinite articles: un aula (classroom), un ala (wing) / el aula, el ala 59 59
TUTORIAL
Adjectives are words that describe nouns (words that represent people, places, things or concepts: la mujer, la ciudad, el libro, la economía). They change to match the gender and number of the noun they describe. Like nouns, adjectives have masculine and feminine forms, and singular and plural forms. Some adjectives you have learned in this chapter include famoso, creativo, simpático, activo, inteligente, and optimista u Endings Adjective endings usually change according to the gender and number of the nouns. However, some adjectives have two endings, one that agrees with a masculine noun (such as the adjective simpático) and another that agrees with a feminine noun (simpática). Other adjectives have just one ending, no matter the gender of the noun (such as inteligente or optimista). ending masculine singular feminine singular -o/a simpático simpática -or(a) trabajador trabajadora -e elegante elegante -ista feminista feminista -z-r-l-n joven especial regular capaz joven especial regular capaz
¿Quién es Gael García? (Who is Gael García?) ¿Cómo es Valeria? (What is Valeria like?) ¿Cuántos años tienes? (How old are you? -literally, How many years do you have?) ¿Dónde vives? (Where do you live?) ¿Adónde vas? (Where are you going?) ¿De dónde eres? (Where are you from?) ¿Qué estudias? (What are you studying?) ATENCIÓN Spanish uses an inverted question mark at the beginning of a question in addition to a regular one at the end.Text and Communication
CONNECTORS (I) 60 60
también: adds information Se habla español en España, en América Latina y también en Estados Unidos. (Spanish is spoken in Spain, in Latin America, and also in the United States.)
2. PUNCTUATION: QUESTION MARKS AND EXCLAMATION POINTS
• Grammar Tutorial: Connectors (I) Interactive Activities: Gramática & Vocabulario un estudiante joven (a young student) una profesora capaz (a capable professor) una persona comprometida (a commited person) Gramática Vocabulario& u Placement In Spanish, unlike English, adjectives usually follow the noun.
1. BASIC CONNECTORS y: links words or phrases at the same level Martín y Rosa estudian y trabajan. (Martín and Rosa study and work.)
ATENCIÓN Y becomes e when the following word begins with the sound [i]. Luis e PadresIrene e hijos ATENCIÓN In informal texts in Spanish (especially in digital formats and handwritten notes), the opening inverted question mark or exclamation point is often omitted. In formal texts, however, it is very important to use them.
5. QUESTION WORDS (I) Here are some words you can use to ask questions in Spanish. Notice that they all have an accent.
pero: introduces a contrasting idea Entiendo español, pero no lo hablo muy bien. (I understand Spanish, but I don't speak it very well.) por eso: introduces a consequence Mi mejor amigo es de Perú; por eso estudio español. (My best friend is from Perú; that's why I am studying Spanish.)
o: is used to show options ¿Estudias o trabajas? (Are you studying or working?)
In Spanish, an inverted question mark and exclamation point is also used at the beginning of the question or exclamation (¿?, ¡!). ¿Cuál es la capital de Argentina? (What is the capital of Argentina?) ¡Muchas gracias! (Many thanks! / Thank you very much!)
Escribe poesía/libros… (She/he writes poetry/books ) En sus libros/canciones/obras… habla sobre la vida (In his/her books/songs/works la sociedad. (society) Me gusta porque es divertido. (I like it because it's fun.)
6. PERSONAL INFORMATION ¿Cómo te llamas? (What's your name?) ¿Cuál es tu apellido?/¿Cómo te apellidas? (What's your last name?) ¿De dónde eres? (Where are you from?) ¿Qué lenguas hablas? (What languages do you speak?) ¿Qué estudias? (What are you studying?) ¿Dónde vives? (Where do you live?) ¿Cuántos años tienes? (How old are you?) ¿Qué haces? (What do you do? / What are you doing?) Me gusta arte. Me gusta el arte. (I like art.) Me gusta tu casa. (I like your house.) Me gusta esta canción. (I like this song.) ¿No te gusta la música clásica? Don't you like classical music? TUTORIAL 61 61
5. EXPRESSSING LACK OF KNOWLEDGE No sé + question word No sé quién es. (I don't know who that is.) No sé + infinitive No sé hablar francés. (I don't know how to speak French.)
¿Quién + ser ? ¿Quién es el hombre/la mujer de la foto? (Who is the man/woman in the photo?) ¿Quiénes son los hombres/las mujeres de la foto? (Who are the men/women in the photo?) Es una pintora/cantante/fotógrafa… (It's a painter/singer/photographer
Vive en Santa Fe… (She/He lives in Santa Fe.) Hace música/fotografías/documentales… (He/She does music/photography/documentaries.)
3. TALKING ABOUT ARTISTS
• Interactive Activities: Gramática & Vocabulario 2
4. EXPRESSING LIKES AND DISLIKES
(No) me gusta + singular noun/infinitive Me gusta aprender lenguas. (I like to learn languages.) No me gusta la música clásica. (I don't like classical music.) (No) me gustan + plural nouns Me gustan los cuadros de Frida Kahlo (I like Frida Kahlo's paintings.) No me gustan las matemáticas. (I don't like math.) (No) te gusta + singular noun/infinitive ¿Te gusta aprender lenguas? (Do you like to learn languages?) ¿No te gusta la música clásica? (Don't you like classical music?) (No) te gustan + plural nouns ¿Te gustan los cuadros de Frida Kahlo? (Do you like Frida Kahlo's paintings?)
1. PROFESIONES
DIFFERENTIATED INSTRUCTION
Gramática 62Vocabulario& 62
To make connections between nouns and adjectives, students can organize the vocabulary for professions around the most relevant adjectives that describe people in those professions: CREATIVO/A: actor/actriz, artista, cantante, CRÍTICO/A:etc.activista, político/a; profesor(a), ARTÍSTICO/A:etc.pintor(a), músico/a; diseñador(a), etc. Another way to approach this activity is to categorize the professions based on whether the work is done individually or in collaboration.
un(a) activista (an activist) un actor (an actor) una actriz (an actress) un(a) artista (an artist) un(a) cantante (a singer) un(a) cantautor(a) (a singer-songwriter) un(a) científico/a (a scientist) un(a) compositor(a) (a composer) un(a) chef (a chef) un(a) estudiante (a student) un(a) futbolista (a soccer player) un(a) hombre/mujer de negocios (a businessman/businesswoman) un(a) escritor(a) (a writer) un(a) pintor(a) (a painter) un(a) político/a (a politician) un(a) profesor(a) (a teacher) un(a) programador(a) (a programmer) un(a) deportista (an athlete) un(a) diseñador(a) (a designer) un(a) director(a) de cine (a film director) un(a) director(a) de orquesta (a conductor) un(a) ingeniero/a (an engineer) un(a) músico/a (a musician) un(a) periodista (a journalist) un(a) pianista (a piano player)
Divide students into groups of three of mixed language ability. Working together, they will create paper or virtual flashcards. They should include the noun in Spanish on one side, the translation on the other side, and a sentence in Spanish that will help them remember the term.
• Interactive Activities: Gramática & Vocabulario Vocabulary 1. PROFESIONES (PROFESSIONS)
2. NACIONALIDADES On a large map corresponding to the countries represented on page 63, have students place paper models of the flags on the corresponding country in the map. Then, they should use one of the sentences they created in activity 49, p. 47 to write it on a paper and stick it next to the corresponding country. • Interactive Activities: Gramática & Vocabulario 2 2. NACIONALIDADES DEL MUNDO HISPANOHABLANTE (NATIONALITIES OF THE SPANISH-SPEAKING WORLD) 3. NACIONALIDADES DE NORTEAMÉRICA (NATIONALITIES OF NORTH AMERICA) estadounidense (American) canadiense (Canadian) mexicano/a (Mexican) argentino/a (Argentinian) boliviano/a (Bolivian) chileno/a (Chilean) colombiano/a (Colombian) venezolano/a (Venezuelan) costarricense (Costa Rican) cubano/a (Cuban) dominicano/a (Dominican) ecuatoguineano/a (Ecuatoguinean) mexicano/a (Mexican) nicaragüense (Nicaraguan) panameño/a (Panamanian) paraguayo/a (Paraguayan) ecuatoriano/a (Ecuadorian) español(a) (Spanish) guatemalteco/a (Guatemalan) hondureño/a (Honduran) peruano/a (Peruvian) puertorriqueño/a (Puerto Rican) salvadoreño/a (Salvadoran) uruguayo/a (Uruguayan) 63 63
4. NÚMEROS Using a gaming approach to work with numbers, project or write on the board simple addition and subtraction exercises. Have all the students, working in pairs, calculate the answers. Call on one pair to say aloud the answer to the first problem. If the answer is correct, one member of the pair writes the number on the board. The other member reads the whole number problem aloud, together with the answer. Then, move on to the next math problem and the next pair. • Grammar Tutorial: Numbers Interactive Activities: Gramática & Vocabulario 4. NÚMEROS CARDINALES DEL 0 AL 500 (CARDINAL NUMBERS FROM 0-500) NUMBERS 0 cero 100101111 cien cientocientouno/un/unaonce 200220 doscientos/asdoscientos/asveinte 400300500 cuatrocientos/astrescientos/asquinientos/as43215 uno/un/unadostrescuatrocinco 109678 nuevesieteseisochodiez 11 once 14131215 catorcetrecedocequince 201918 diecinuevedieciochoveinte 1617 diecisietedieciséis 8070 ochentasetenta 60904050 cincuentacuarentasesenta ATENCIÓN cincocientos quinientos 232221 veintiuno/ún/unaveintidósveintitrés 24 veinticuatro 30 treinta 3231treinta y treintauno/un/unaydos Gramática 64Vocabulario& 64
FREQUENT WORD COMBINATIONS
• Quizzes 2
5. ADJETIVOS DE PERSONALIDAD
As part of this introspection, students examine the pedagogical tools they are offered in class and evaluate how they work in their own learning process. Specifically, the questions below can help them summarize what they learned and think about strategies that helped them along the way. Students can make their learning visible by writing short answers to these prompts and then sharing them with their peers. The first five questions ask students to reflect on the present chapter. The last two invite them to look through the next chapter and anticipate the content. One way to carry this out in class is to write the prompts on the board and have students do a Think-Pair-Share activity. Another way is to distribute prompts in small groups for students to answer. This kind of self-assessment promotes awareness of progress and can make the whole learning experience more personal and meaningful.
Working in pairs, students create sentences using these combinations. Motivate students to use at least two of these combinations: Brian tiene 23 años y es estudiante. Él estudia idiomas en España. Alejandra trabaja en una ONG con amigos. Ella vive con sus padres en el extranjero.
MAPA DE COMBINACIONES QUIZ MAPA COMBINACIONESDE 65 65
DIARIO DE APRENDIZAJE Y EXPLORACIÓN
INFORMACIÓN PERSONAL (PERSONAL INFORMATION)
• Mapa de vocabulario Mapa de combinaciones
PERSONALIDAD (PERSONALITY)
5. A strategy that helped me learn.
estudiar Ingeniería idiomas (to study › engineering › languages) en una universidad en España (to study › at a college university › in Spain) hablar español lenguas extranjeras (to speak › Spanish › foreign languages) con compañeros/as con amigos/as (to speak › with classmates › with friends) ser estudiante (to be a student) mexicano/a (to be Mexican) simpático/a (to be nice) de Bogotá (to be from Bogotá) un(a) artista crítico/a un(a) cantante mexicano/a (to be an artist who is a social critic › a Mexican singer) de origen asiático (to be of Asian descent) tener 23 años (to be 23 years old) amigos/as (to have friends) trabajar en una universidad (to work at/for a college › university) en México en una ONG (to work in Mexico › for an NGO) en la biblioteca en un restaurante (to work at the library › at a restaurant) vivir en Santiago en el extranjero (to live in Santiago › abroad) con los padres solo/a (to live with (your) parents › alone) en el campus (to live on campus)
4. An activity that I enjoyed.
Ask students to categorize these adjectives according to what it is describing: personality, achievements, work. Personality: simpático/a, interesante, optimista. Achievements: talentoso/a, creativo/a, famoso/a. Work: influyente, productivo/a, etc.
5. ADJETIVOS DE PERSONALIDAD (PERSONALITY ADJECTIVES) simpático/a (nice) independiente (independent) inteligente (intelligent/smart) interesante (interesting) influyente (influential) optimista (optimistic) talentoso/a (talented) activo/a (active) famoso/a (famous) creativo/a (creative) productivo/a (productive) crítico/a (critical, judgmental)
FREQUENT WORD COMBINATIONS
• Interactive Activities: Gramática & Vocabulario
6. The topic of the next chapter 7. Words (in Spanish) that I associate with next chapter’s topic.
1. Some interesting topics or information that I learned in this chapter.
2. Some challenging parts of this chapter 3. Some words or expressions that I remember.
Consider using the prompts below to invite students to reflect briefly on their learning. This is a meta-reflection that encourages students to look deeper into the learning process from exposure to acquisition of linguistic and functional features of Spanish.